Spoken and written narratives
Written By: Author(s): Driver Youth Trust
2 min read
What's the idea?
There are strong links between language and writing, with oral language skills being a foundation element of good written language (Bishop and Snowling, 2004). Developing oral narratives can help support children’s written narratives.
What does it mean?
There really is no panacea for developing writing. It is a hugely complex task dependent not only on underlying language skills, but on the development of a whole range of components linked to children’s strategic behaviour, knowledge and motivation, for example, children need to have an overall picture in order to structure their writing, need subject knowledge to translate into the written word and motivation to complete the written word. Knowing pupils’ strengths and needs is an important starting point for supporting writing. For some pupils, a focus on spoken narratives can be a useful strategy.
Narrative skills are important as the ability to comprehend and paraphrase narrative text have been found to be an in
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References
- Adlof SM, McLeod AN, Leftwich B (2014) Structured narrative retell instruction for young children from low socioeconomic backgrounds: A preliminary study of feasibility. Frontiers in Psychology 2014 (5): 391. DOI.org/10.3389/fpsyg.2014.00391.
- Bishop DVM and Edmundson A (1987) Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders (52): 156–173.
- Bishop DVM and Snowling MJ (2004) Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin 130(6): 858–886.
- Gambrell LB and Chasen SP (1991) Explicit story structure instruction and the narrative writing of fourth‐ and fifth‐grade below‐average readers. Reading Research and Instruction 31(1): 54–62. DOI
- Gillam SL and Gillam RB (2016) Narrative discourse intervention for school-aged children with language impairment: Supporting knowledge in language and literacy. Topics in Language Disorders 36(1): 20–34.
- Hayward D and Schneider P (2000) Effectiveness of teaching story grammar knowledge to pre-school children with language impairment: An exploratory study. Child Language Teaching and Therapy 16: 255–284.
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